Journal article

Developing motivation to write

Bruning R, Horn C ...see all

Educational Psychologist, vol. 35, issue 1 (2000) pp. 25-37

  • 125

    Readers

    Mendeley users who have this article in their library.
  • 120

    Citations

    Citations of this article.
Sign in to save reference

Abstract

This article draws from discussions that have been taking place over the last 20 years concerning the interplay of social contextual research and theory and knowledge about writing development. Beginning with a survey of these academic discussions and then detailing what this theory suggests through an examination of the academic literature and classroom examples, the article suggests that writing development is (a) reflective of social historical contexts, (b) variable across local contexts, (c) reflective of classroom curriculum and pedagogy, (d) shaped by social interactions, (e) tied to social identities, and (f) conceptualized as a nonlinear process. It then argues that a social contextual stance on writing development shifts perspective not away from the individual writer and the individual product, but toward seeing that writer and text in multiple contexts that complicate our understanding of writing process.

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Get full text

Authors

  • Roger Bruning

  • Christy Horn

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free